ABSTRACT
This chapter focuses on two students within a Scottish mainstream secondary school: Graham, a 16 year old described as having ‘moderate learning difficulties’ and Fiona, a 15 year old with hearing impairment.1 Their academic and social experiences and the support they receive are explored in the context of local decision-making processes and the changing Scottish policy scene. The voices of the students are also foregrounded here. Fiona’s and Graham’s accounts suggest that their identities and experiences are constructed in the ‘disturbing distance in between’ inclusion and exclusion (Bhabha 1994, p. 45) and their mainstream peers reveal their part in this process. Inclusion, according to the students, is highly precarious and full of ambivalence and uncertainty.
